PUPIL PREMIUM 2018 - 2019
Impact Report September 2018 for Pupil Premium Funding
Schools, head teachers and teachers will decide how to use the pupil premium allocation, as they are best placed to assess what additional provision should be made for individual pupils – Department for Education
The Pupil Premium (PP) is an allocation of additional funding provided to schools to support specific groups of children who are vulnerable to underachievement. These include pupils who are;
- entitled to free school meals or have been within the last 6 years
- looked after by the local authority or adopted
- children of armed service personnel.
At Greenford School:
- We aim to ensure that high quality teaching and learning opportunities meet the needs of all of our pupils;
- We ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of disadvantaged pupils are adequately assessed and addressed;
- In making provision for disadvantaged pupils, we acknowledge that not all pupils who receive free school meals (FSM) will be disadvantaged and that not all pupils who are disadvantaged are registered or qualify for free school meals;
- We ensure that the targeted and strategic use of Pupil Premium funding is determined following a thorough needs analysis of all children.
Key priorities for Sept 2018 - 2019
- Our core aim, when allocating Pupil Premium Funding, is to raise the attainment and progress of disadvantaged pupils so that their performance compares favourably with non-disadvantaged peers. This will be achieved through targeted intervention and a focus on provision of at least good quality first teaching.
- We recognise that the pupils who are most vulnerable to underachievement are those with diagnoses of Special Educational Needs and Disability who may have significant barriers to their learning.
- We also seek to ensure that we have the highest expectations and aspirations for all pupils, including those in vulnerable groups and those deemed disadvantaged.
What we expect to see:
Outstanding teaching and learning is paramount to the success and progress of all pupils including those from disadvantaged backgrounds. Improving the standard of teaching and learning remains a consistent and relentless focus in our school. In addition to this, targeted intervention and support strategies are deployed in order to:
- improve levels of attainment and progress;
- close attainment gaps relative to school averages;
- enhance reading, writing, mathematics and communication skills;
- engage and inspire children in education, learning, enjoyment and aspiration through extensive extra-curricular provision as well as the provision of a stimulating and exciting curriculum;
- offer pastoral support in the form of social and emotional or family support;
- have a clear focus on all disadvantaged pupils, including those with SEND and more able pupils;
- support pupils in developing the skills and attitudes in becoming aspirational, confident, conscientious, successful learners and citizens.
Key Developments in 2018 - 2019
- The achievement of Pupil Premium children is a key priority within the School Development Plan.
- Each member of staff has the achievement of Pupil Premium children as one of its key priorities.
- Efficient deployment of TAs.
- Intervention across the school is in place and monitored closely by SENCO and SLT
- The Senior Leadership Team, and the Chairman of Governors are responsible for monitoring and evaluating the progress of pupils entitled to the Pupil Premium through half termly analysis of the attainment and progress of disadvantaged children. The Chairman of Governors submits reports to the governing body on a termly basis to keep them informed.
- The Chairman of the Governors has challenged the school and asked searching questions about progress of disadvantaged children.
The SENCO and HT are responsible for allocating resources and determining which pupils would benefit from one of the school’s targeted intervention programmes and provides support and guidance to staff delivering these, including holding them to account in their evaluations after each period of intervention using both “hard” and “soft” data to measure progress and impact.